Riggs and Enochs (1990) devised the Science Teaching Efficacy Beliefs (STEB) Instrument, which is composed of two scales, the Personal Science Teaching Efficacy Belief Scale (PSTEB) and the Science Teaching Outcome Expectancy Scale (STOE), to measure practising elementary school teachers' sense of science teaching efficacy.
The preservice teachers had significantly higher Personal Science Teaching Efficacy Beliefs and Science Teaching Outcome Expectancy values (significance both at p<0.01 level), meaning that they were more confident in teaching science after the teaching practice.
5.6) figures from de Laat and Watters, 1995) and the USA (PSTEB 56.54 and STOE 48.09 figures from Riggs and Enochs, 1990), the mean values for Personal Science Teaching Efficacy Beliefs is still lower, but the Science Teaching Outcome Expectancy is higher than in the Australian study.
Comparing the Personal Science Teaching Efficacy Beliefs values obtained before the module and after the teaching practice, the difference in the values among individual cases ranges from a gain of 17 to a decrease of 19 points.
(Cathy) </pre> <p>These quotations suggest a good match with the measures of the Personal Science Teaching Efficacy Beliefs and the Science Teaching Outcome Expectancy values, and help to illustrate how the preservice teachers arrive at the perception that they have better confidence in teaching science.
The STEBI-B is comprised of two subscales; personal science teaching efficacy beliefs (PSTE) and science teaching outcome expectancy (STOE).
Findings also revealed that science knowledge level and attitude towards science teaching made a statistically significant contribution to the variation in preservice elementary teachers' personal science teaching efficacy beliefs and outcome expectancy.